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Holistic Management Education at Tanzanian Rural Development Planning Institute
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Author(s): Stephen James (Institute of Rural Development Planning, Tanzania)and Emmanuel Hauli (Institute of Rural Development Planning, Tanzania)
Copyright: 2017
Pages: 25
Source title:
Management Education for Global Leadership
Source Author(s)/Editor(s): Neeta Baporikar (HP-GSB, Namibia University of Science and Technology, Namibia)
DOI: 10.4018/978-1-5225-1013-0.ch006
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Abstract
Holistic Management Education (HME) develops ability of managing the entirety. Objectives of this chapter were to examine HME benchmarks and determine laggards in Human Resource Planning and Management (HRPM) programme at the institute. Methods of data collection included documentary review, participant observation and in-depth interview. Sample size was fifty students and two lecturers as key informants. Judgmental sampling procedure was used for respondents. The chapter found HME benchmarks in HRPM including: integrated curriculum consisting of stakeholders' collaboration in curriculum formulation, holistic vision, mission, objectives, multidisciplinary modules, integrative assessment methods, active pedagogical learning methods and conducive learning space. Laggards in HME included inadequate provision of dormitories and inadequate use of guest speaker learning method in classrooms. Taking advantage of prevailing HME benchmarks and capacity building of lecturers on HME were solutions for HME enhancement. Management mobilization of resources for supporting HME activities and lecturers' commitment to their career duties were recommendations for strengthening HME.
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